Bridging Isolation: The Power of Professional Learning Community in Supporting Computer Science Teachers

This work-in-progress study investigated the impact of a grant-funded professional learning community on in-service computer science teachers over the past two years. It aimed to capture the perspectives and experiences of 26 participating computer science teachers with a specific focus on their accomplishments, challenges, and future goals and aspirations. Using grounded theory, the qualitative analysis of teacher reflections revealed that the professional learning community mitigated the isolation often experienced by teachers, fostered a sense of community, and enhanced their understanding of computer science standards and confidence in implementing interdisciplinary lessons. However, challenges such as time constraints, limited classroom space, and insufficient administrative support were noted. The study underscored the need for strategic programs promoting cross-grade collaboration and standardized computer science education practices across districts. Public awareness and outreach emerged as crucial to demystifying computer science and better publicizing and advocating for teachers. Supporting and expanding the professional learning community can empower teachers to become leaders and further ensure equitable access to quality computer science education. Therefore, further research and investment are essential to sustain the effectiveness of the professional learning community in the evolving field of computer science.